Unit4 Where is my schoolbag ？SectionA 1a-1c 教学设计（表格式） 人教版七年级英语上册

“Unit4 Where is my schoolbag ”、教学设计
教学内容 Unit4 Where is my schoolbag SectionA 1a-1c 教学 对象 初一学生
教材分析 The topic of this module is to talk about the location of items, , so that students can skillfully express the location of objects with the prepositions “in, on, under'” on the basis of familiarity with the names of objects, and can ask and answer questions using “where” and general interrogative sentences. In the teaching, we should use the object to show the different positions to strengthen the students to express the position of the object skillfully and lead out the usage of singular and plural noun and personal pronoun naturally.
学情分析 For the first year of junior high school students who have entered junior high school, after four years of basic elementary school English study, they have a general understanding of the basic knowledge of English. However, in the county middle schools, most students come from rural areas, and their basic knowledge of English and listening and speaking skills are generally poor. Although most students have been exposed to English in primary schools, their application ability is very weak, and have irregular writing habits. Grade one students like intuitive thinking, games, competitions, and pictures are interested in, and have a strong desire for knowledge and expression, need to use flexible and diverse teaching methods to attract students’ attention, make great efforts to create the teaching situation where play is learned and played while learning. Through the previous stage of learning, students have a certain understanding of phonics, this new vocabulary learning method has stimulated students to remember the word enthusiasm. Students can take the group as a unit, actively participate in class activities, have a certain degree of comprehensive language ability, and can use English for the simple expression.
教法设计 With the aid of multimedia, this unit needs to create teaching scenes through situation, listening and speaking, intuition and activities, and to mobilize students’ active participation by way of guidance, let students cooperate, self-determination, and inquiry learning, so that students in a relaxed, pleasant atmosphere to achieve learning goals.
教 学 目 标 语言能力 1.Understand and comprehend the meaning and function of vocabulary in this unit: chair, sofa, table, bed, bookcase, player, model, plane, tidy 2.Be able to use the prepositions of location “in, on, under” and where to express the location of the object 3.Be able to master the spelling rules of the letter combinations “oo”, “ch”, “pl”, and “ir” 4.Be able to try to spell new words using the phonics rules you have learned
文化意识 1.Be able to actively participate in classroom activities 2.Be able to actively cooperate with others in learning activities, complete learning tasks together, and cultivate students’ spirit of seeking help and being willing to cooperate with others
思维品质 to improve the analytical ability, summing-up ability and cultivate critical thinking
学习能力 1.Understand how foreign countries ask for the location of items 2.By talking about the location of objects, students can develop good living habits
教 学 过 程
1.Pre-preparing T: Good morning! Boys and girls! Ss: Good morning! Ms. Li! T: How are you today Ss: Fine, thanks. And you T: Oh, I’m well, thanks. T: Let’s see a movie and sing a song “Phonics song”, ok Ss: Ok! (sing a song together) 2. Review Through dialogue, review the sentence patterns learned in the previous lesson, and use pictures to present the new words learned in the previous lesson. Review the pronunciation rules of the vowel letter combination “oo” learned in Unit 3. T: Now look at these books, are they yours (The teacher now faces Student B and points to Student A's book) Sb: NO, they aren’t. they are Lily’s. T: Is it his schoolbag (The teacher now faces student C and points to student D) Sc: Yes, it is. T: Ok, very good! How to read these letters Ss: /u:/ T: And how to read these words (PPT presents words containing the letter combination “oo”, let students guess and read, plus points system specific to the individual) Ss: Good, room, hood, food, book. T: Good! Now, can you finish these blanks Can you try to read them Think for a moment. Then, I will invite some students to do a trial reading. Let’s go! T: The time is up. Who wants to try Ok, Tom Tom: Spoon, stool, room, broom (Invite a few more students to try it, and at the same time correct the pronunciation mistake in time and give encouragement) T: This time, let’s play a game. If I read the words loudly, you need read them quietly. On the contrary, if I read the words quietly, you need read them loudly. Understand Ss: Yes. T: All of you have done a good job! Now, I will give you some word about “er”. Talk in your group and tell me how to read them. Let’s go! T: Ok, which group wants to try (Students use the learned pronunciation rules of vowel letters + consonant letter combination “er” to recognize, and the group will score extra points) T: Wow, you are very good, give yourself a thumbs up. Super! Ss: Hey, hey, super! 3. New lesson import T: Today I’m not very happy, because I lost something. (The teacher makes a sad face) Ss: Lost something T: I lost my water cup. Where is my water cup (Before class, teacher leaves his bag, water cup, and key anywhere in the classroom) Ss: There, there. On the table (The water cup is on the table at the back of the classroom) T: Wow, that’s it. Thanks! But I also lost my bag. Where is my bag Ss: There, there. It is on the chair. T: Oh! Thanks！（PPT plays the picture, leading to the monogram “ch”） T: Who want to be the teacher And help me read it. (Switch roles, have students be teachers and audition syllables) S: Me! T: Ok! I will give you some other words. S: /t /. T: Good! I will give you more words. Please talk in your groups and try to read them. T: Let some students try to read these words. (Guide students to practice letter pronunciation) T: Where is my model plane Ss: It’s in your bag. T: Yes, here it is. Read after me! Pl-a-ne, plane Ss: pl-a-ne, plane. T: Pay attention to this! Look at this! Please tell me how to spell these words. (The PPT presents the words of the consonant letter combination “pl”) Ss: pl-a-te, plate, pl-ay, play, pl-a-ce, place, pl-a-ne, plane. T: Yes, you are great. Look at these words. Can you guess how to read this syllable Ss: /pl/. T: Do a good job! Read after me! Pl-a-te, plate, pl-ay, play, pl-a-ce, place, pl-a-ne, plane. Ss: pl-a-te, plate, pl-ay, play, pl-a-ce, place, pl-a-ne, plane. T: Next, we are going to learn a new syllable pronunciation “ir”. Now, let’s look at these pictures. Please tell me how to read these words. (The PPT shows the words that the students have learned) T: Very good, can you see that they have the same syllable That’s “ir”. Can you guess how to read this Ss: / :/. T: Good, read after me. T: Now, please look at the short pa、ssage, and try to read it for us. Now please talk in your groups. Look! I have a nice e and have a look. It’s small and nice. There is a big bed, a small desk, a shelf and a closet. The bed is near the desk. There is a shelf near books very much. Oh, yes, there is a big board on the wall. I often write and draw pictures on the board. Oh, my bedroom is too beautiful. I like it very much. Do you like my bedroom Can you tell me about your bedroom, please.
T: Now, any volunteer Yes, you please. T: You are very great! T: Now please work on 1a. Can you match the words with the things in this picture. Who want to try Ss: Let me try! T: Ok, you, please. T: Very good, sit down. 4. Solidify—play game The teacher draws circles on the blackboard, pastes the letter combinations “oo”, “ch”, “pl”, “ir”, and takes out the flashcards prepared before class, and asks students to classify according to pronunciation and set up a reward mechanism. T: You are so good! Next, follow me, let’ chant. (Compile the syllables and corresponding words learned in this lesson into songs, first read the words twice, then read the syllables corresponding to the letters twice, and clap your hands as you read rhythmically) 5. Close Review the content of this lesson and advise students not to be "confused" in life, and to do things in an orderly. T: Let’s continue learning tomorrow! See you boys and girls! Ss: See you! Ms. Li! T: Don’t lose anything! Bye! Ss: Ok, bye!
课 后 反 思 The design of this teaching process is reasonable, and the links such as review, introduction of new lessons, activity warm-up, and exercise are closely linked, with appropriate difficulty and clear thinking. A large number of games, group competitions, classroom displays, etc., greatly arouse the enthusiasm of students to learn English, at the same time, the classroom to take the policy of bonus points, the performance of positive students for bonus points, promote the formation of a competitive atmosphere among students. For the group competition to win the implementation of the policy of bonus points, and promote the competition between groups. Both from the individual, or from the group point of view, can fully stimulate students into enthusiasm for English class, and can greatly tap the potential of students. In addition, students are also taught to develop rigorous living habits in life, and the items should be placed clean and neat, so as to further sublimate the ideological level of the classroom. However, the connection of all aspects of teaching and the efficient organization of teaching activities needs to be further polished in the teaching process, and the ability to respond to classroom emergencies needs to be improved.